Lesson Plan

Teachers name: Ilie Stefania

School: Scoala Gimnaziala Constantin Stefan, Albesti
Date: March 20th, 2017
Textbook: Snapshot Starter
Grade: 5th grade; (L1)
Level: Medium
Topic: There is/ there are, Fast Rewind Units 8 and 9 in the textbook
Time allowed: 50 minutes
Type of lesson: Revision, grammar practice, vocabulary
Grammar focus: there is, there are, there isnt, there arent
Approach: communicative
Aims:

To give students more practice in the use of the verb there is, there are, by indicating places (on the map)

To consolidate their knowledge so far regarding sentence structure and prepositions of place

To provide opportunities for the practice of new vocabulary: places in towns, leisure activities.

To create the appropriate atmosphere for lowering anxiety;

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Objectives: By the end of the lesson, the students will be able to:

Use there is and there are appropriately, by asking and saying where places are.

Solve activities related to syntax and sentence structure (see exercise 8, page 57, in the textbook);

Materials used: textbook, whiteboard;

Skills: integrated skills;
Assumptions:

The students are familiar with most of the grammar issues involved;

They have prior practice in exercises with the verb to be in the present simple;

They have little knowledge of syntax and sentence structure;

Since the expression there is/are usually has no equivalent in other languages, students sometimes use have instead.

e.g. Have a lot of food on the table. incorrect

It has a lot of food on the table. incorrect

There have a lot of food on the table. incorrect

There is a lot of food on the table. - correct

Evaluation: Students will be evaluated based on the participation in classrooms discussions;

Types of interaction:

Teacher-whole class

Teacher- Student
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 Student- Student

Student-Teacher

Class management:

whole class

individually
group work activity
PROCEDURE

Nr. Stages of the Teacher`s activity and Students` Skills Interaction Time Rationale
crt. lesson language activity and
language

1 Warm up The teacher greets the Students will Listening Warm up activity is an effective
Speaking activity students and asks: How are answer the Speaking practice since it builds an
Pre-teaching you today? Are there any teachers T-S 3 affective relationship between
grammar issue absentees today?, that way questions: S-T teacher and students. It is also
the teacher can prepare the Were fine! better to be used in order to
students through Thank you!. create a bridge to the new lesson.
conversation. There are/is
no
absentees
today.
2 Semi controlled The teacher checks the Students will Speaking Inductive strategy has a more
grammar homework and then presents participate in Writing student-centered approach.
teaching( inductiv the students with the title of the T-S 7 Grammar teaching is introduced
e teaching the new lesson: There development of with students support. The
strategy) is/There are which is a the lesson by students role changes and they
common phrase in English, listening to the become active in the teaching
3
 used to indicate that teacher and process.
something "exists or is in a also, writing in
certain location. The main their notebooks.
subject follows the verb
when there is/are is used.

There is an apple on the

table. There are some apples
on the table.
3. Vocabulary focus- Teacher explains to the Students will Writing T-S 5
practice students that in order to work Speaking S-T
indicate the location of individually and Reading
certain things they will have they have to
to remember what the come up with
prepositions of place are. T answers.
points to a student and the The
students answer the Ts prepositions of
questions. place are:
behind, next
To verify the students to, in/on (a
learning, the teacher will road), near,
ask them to solve exercise opposite, in
4/pg.59, the task being that front of, on
of completing the sentences the corner of,
with the correct preposition between
in the brackets. T points to a and, in the
student and the students centre of.
answer the Ts questions.

4. Grammar Teacher prepares the next Students will Writing T-S 10 Grammar practice- controlled
practice- semi- task by means of write in their Reading S-S grammar practice has the role of
controlled conversation. notebooks the Speaking (pair work focusing on form.
practice activity Students are asked to open answers. activity)
their books at page 57 and Afterwards, the
4
 read the task from exercise teacher will
8. Practice. point to
Teacher presents the students to
students with a model to write on the
work on, and then asks them blackboard their
to work in pairs. answers.
The task is to look at the
map and ask and answer
about places in St Jamess
Street.

T. monitors the writing

activity and gives feedback
to the students.

5. Free practice The teacher will give the Students write Speaking T-S 10 Realia has a very important role
students the opportunity to down a few here.
express their own ideas using sentences on the S-T
there is (nt)/are(nt), by notebooks and
indicating where objects in the then say them out
classroom are. loud.

6. Evaluation Teacher will evaluate their Students will T-S 13 .

activity based on the evaluate
participation in the classroom. themselves and S-T
will also evaluate
S-S
their colleagues.

7. Assignment Grammar exercises- T gives Teacher writes the Speaking T-S 2 Homework has an important role, it
homework to the students. homework on the stands for practicing at home and
blackboard. Ss consolidating what has already
Exercises 3 and 8/page 59. write the been taught.
Also, they will have to read homework in their
the text from page 60: Six of
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a Kind, and write down any notebooks.
unknown words.